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The paper focuses on preventative services for children, young people and families. It argues that client‐led service provision calls for flexibility from service providers, using the distributed expertise to be found across the professions involved and a high degree of interprofessional trust. All this, in turn, requires a systemic response from the major agencies if they are to support this new professionalism.

Focuses on the theories and study of organizational and workplace learning. Outlines the landscape of learning in co‐configuration settings, a new type of work that includes interdependency between multiple producers forming a strategic alliance, supplier network, or other such pattern of partnership which collaboratively puts together and maintains a complex package, integrating material products and services. Notes that learning in co‐configuration settings is typically distributed over long, discontinuous periods of time. It is accomplished in and between multiple loosely interconnected activity systems and organizations operating in divided local and global terrains and representing different traditions, domains of expertise, and social languages. Learning is crucially dependent on the contribution of the clients or users. Asserts that co‐configuration presents a twofold learning challenge to work organizations and outlines interventionist and longitudinal approaches taken.

This article aims to introduce the personal knowledge network (PKN) model as an alternative model to knowledge management (KM) and to discuss whether personal knowledge management (PKM) is better adapted to the demands of the new knowledge environments. The PKN model views knowledge as a personal network and represents a knowledge ecological approach to KM.

KM and PKM have attracted attention over the past two decades and are considered as important means to increase organizational and individual performance. In this article, the author reviews previous models of KM and PKM and explores their failure to address the problem of knowledge worker performance and to cope with the constant change and critical challenges of the new knowledge era. The author further highlights the crucial need for new KM models that have the potential to overcome the shortcomings of previous models. In light of these shortcomings, the article introduces and discusses the PKN model as an alternative model to KM and PKM that is better adapted to the demands of the new knowledge environments.

Unlike traditional KM/PKM models which view knowledge as a thing or process, the PKN model views knowledge as a personal network and represents a knowledge ecological approach to KM.

The article focuses on personal knowledge and the links to networks and knowledge ecologies in an innovative way for consideration within KM.

The purpose of this paper is to present a brief overview of the proceedings of IFLA's 78th General Conference and Assembly, held in Helsinki, Finland from August 11‐17, 2012. It highlights the major themes addressed at the conference, taking note of the growing prestige of the meeting as internationally acknowledged fora, not only for librarians and information science specialists but also for publishers, journalists and media professionals.

The author had the good fortune of attending IFLA‐2012 and took advantage of the opportunity to purposefully take down extensive notes, collect copies of the presentations and papers rendered and gather information from colleagues on issues dealt with at simultaneously held sessions which he could not attend, with a view to grasping the overall theme of the specific presentations. The conference website has also been consulted to obtain factual information in support of this article.

This year's IFLA General Conference and Assembly, as usual, attracted thousands of library and information science professionals, an irrefutable proof that IFLA has proved itself as a prestigious international institution dedicated to the promotion and development of the discipline. In addition, the conference also served as a venue for professionals and businesses in publishing, journalism, the film industry and public media to participate in and showcase their novel products and services.

Emerging themes in librarianship and information services, including open access, Linked Data, inclusiveness, the future of library design, outreaching to local communities, and contemporary library challenges in view of changing times were raised and extensively deliberated upon. It is expected that delegates would apply the lessons thus learnt and apply best practices in their day‐to‐day activities in their specific areas of expertise. It is also hoped that the networking of professionals at such an international event would foster viable future collaborations.

The theme chosen for IFLA‐2012 “libraries: inspiring, surprising and empowering” reflects the importance, for library and information professionals, of envisioning a more dynamic, interactive, attuned and even enjoyable role for libraries of the twenty‐first century and beyond.

The following theoretical challenges concerning learning in organizations and at work are examined in the study. First, organizational learning is not only the formation of collective routines; it is also tool‐creation and implementation. Second, tools evolve as they are implemented. Third, tools become powerful when they become an interconnected instrumentality and constellations. Tool‐creation and implementation are examined when a new set of tools is being appropriated for collaboration between primary and secondary health care. Boundary crossings in the interaction of the multiple providers are focused as an essential context of tool‐creation during implementation. The findings concerning the tool‐creation during implementation process include the productivity of the resistance, the importance of turning points, the formation of the new instrumentality, the discovery of gaps, and the necessity of stabilization and maintenance in organizational learning. Finally, conclusions about learning in the creation of work practice will be proposed.

In this chapter, we discuss the Change Laboratory as an intervention-research methodology in higher education. We trace its theoretical origins in dialectical materialism and activity theory, consider the recommendations made by its main proponents and discuss its use in a range of higher education settings. We suggest that the Change Laboratory offers considerable potential for higher education research, though tensions between Change Laboratory design recommendations and typical higher education contexts require consideration.

This chapter traces the development of teacher knowledge in the field of education from the 1970s onward. It pays attention to the conceptualizations of personal knowledge and personal practical knowledge and relates pedagogical content knowledge to the aforementioned concepts. It then moves on to the more expansive topic of teacher learning in community paying particular attention to dialogical and relational ways of knowing. The work covers intellectual ground that has been traveled and signals new areas where research is likely to be conducted.

Over the past three decades, there has been considerable change in the education of children with disabilities in Canada. Children with developmental disabilities attend inclusive classrooms and are educated alongside their non-disabled peers, receiving services and supports to optimize their participation (Hutchinson, 2014; Slee, R. (2001). Social justice and the changing directions in educational research: The case of inclusive education. International Journal of Inclusive Education, 5(2), 167–177). In Canada, occupational therapists have provided services in schools for over three decades with the aim of supporting participation of children with disabilities (Graham, D. R., Kennedy, D., Phibbs, C., & Stewart, D. (1990). Position paper on occupational therapy in schools. Canadian Journal of Occupational Therapy, 57(4), 1–6; Reid, Chiu, Sinclair, Wehrmann, & Naseerl, 2006). This chapter presents examples from case study research conducted in Ontario, Canada, on the delivery of school-based occupational therapy (SBOT) for two young children (focal participants) with developmental disabilities. Case study research was used to describe the nature of SBOT service delivery from multiple stakeholder perspectives. Data were gathered over the duration of one school year using a combination of observation, document analysis, and interviews involving participants directly involved in the delivery of SBOT with each focal participant. Common characteristics in these two cases enabled cross-case analysis to identify features of collaborative working that facilitated educational programming and outcomes for students with developmental disability.